Notable Natives from Wisconsin Indian Tribes
| Title:Notable Natives from Wisconsin | Author:Linda S. White |
| Subject(s): English/Language Arts | |
| Grade Level(s):Middle School 6-8 | Total Time: 3 - 4 40 minutes class periods |
Overview / Description:
Students will conduct research to learn about notable native people from one of the eleven tribes of Wisconsin and create a poster.
Learning goals/objectives:
After completing this activity, students should be able to . . .
Name at least three notable Native American's from any of the eleven tribes from Wisconsin. Who are they? Which tribe do they belong to? What makes them a notable person?
Workplace Readiness Skill:
| X | Social Skills | X | Communication |
| Teamwork | X | Critical Thinking | |
| Attitude and Initiative | X | Planning and Organization | |
| Professionalism | X | Media Etiquette |
Content Standards:
Reading Standards for Literature
Grade 7 students:
1. Cite several pieces of textual evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text.
Determine a theme or central idea of a text and
analyze its development over the course of the
text; provide an objective summary of the text.
Reading Standards for Informational Text
Writing Standards 6–12
2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/ effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section
that follows from and supports the information
or explanation presented.
Research to Build and Present Knowledge
7. Conduct short research projects to answer
a question, drawing on several sources and
generating additional related, focused questions
for further research and investigation.
Materials:
Learning Activities:
WHO (T=Teacher Focus Lesson; WG=Whole Group\; SM=Small Group; I=Independent)
| Learning Activity Task | WHO is responsible for this step? | Approximate time for task |
| Teacher will inform students they will be doing research on a Native American from Wisconsin, and creating a poster (paper or digital) or in honor of the person they selected. They can choose from a list of possible people to research or come up with their own. | Teacher Whole-Group | 10 minutes |
| Teacher will go over list of possibilities with students. | Teacher Whole-Group | 10 minutes |
| Students will begin research on computers. Please note: it may be beneficial to start at the websites of the individual tribes. | Individual | 120 minutes |
| Display posters upon completion | ||
Assessment:
Did student use step sheet to assist with poster? Does poster include all the required elements from the step sheet?
Wrap-Up:
Hang up posters and/or make a digital presentation of posters
Extension Activity (for intervention or enrichment):
Creative Common License:
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
ATTACHMENTS